Music 

• Representation: The music curricula in our schools is unlikely to remain static for long periods of time. It needs to respond to the changing nature of the school and society. A curriculum that recognises the musical lives of children and young people, building on this prior learning and experience, will resonate with pupils.
• Education with character: Music plays a vital role in delivering a values-led education, aiming to:
  • Give our pupils ambition: to perform to a high standard, and to support others who also aim for high standards.
  • Build confidence: to perform in both small and large settings as a member of a wider ensemble, participating in memorable occasions that contribute to the school life and community.
  • Foster creativity: to compose and improvise with skill, building on prior experiences.
  • Instill respect: for each other in performance, and the artistry of musicians from all backgrounds.
  • Drive enthusiasm: to pursue musical talents and interests through an engaging curriculum and co- curriculum.
  • Encourage determination: to persevere and strive when refining and improving performance and composition.

Teaching the Music Curriculum

Every unit has an overview that details the objectives, teaching sequence, key vocabulary, and terminology. In every unit, key vocabulary and terminology are displayed, defined, and continually revisited. Students are routinely tested on new vocabulary and terminology in 'Memory Platforms' and end of lesson reviews. Students are required to apply new vocabulary and terminology in their responses to music, both oral and written.

Extended tasks demonstrate whether students are accurately embedding the key knowledge through the core of technical, constructive, and critical engagement. For example, through the ‘Hooks and Riffs’ performing and composing tasks in Year 7, and through a ‘head’ arrangement in Year 8.

Lessons are structured to support the I-We-You cycle, and students have regular independent practice. High quality modelled examples are an integral part of lessons, many of which are provided as videos on-screen or as narrated guides for teachers. Extended tasks are often followed by a fully developed model to exemplify the standards students should demonstrate.

Great music teaching is rooted in the language of the subject: musical sound. All learning should centre around the music itself. The subject area can draw extensively on recent understanding in cognitive science to ensure that teaching and learning is impactful. We would expect to see the application of the Rosenshine Principles through:

• ‘Play me/show me’ used in teaching alongside ‘tell me’; so, students can demonstrate embodied musical understanding.
• Teachers always being a musician in the room.
• Whole class modelling is used alongside teacher and pre-prepared models.
• The music department has a culture of practice: both in lessons and beyond the curriculum, and the teaching environment is conducive to effective practice.
• Structured creativity, using scaffolds, models, and creative starting points.
• The co-curricular musical experiences of pupils being evident in the classroom. More guidance on the Rosenshine Principles in Performing Arts can be found here.

So, when we walk into any music lesson, what should we expect to see?

• Learning that results from exposure to musical sounds.
• Opportunities for practical music-making and/or structured listening.
• A very brief ‘Memory Platform’ which revisits fingertip knowledge from the taught curriculum.
• Success exemplified by high-quality models which are practically explored by both the teacher and the class before independent work.
• We do not expect to see students working in practice rooms without clear structure, roles, and accountability.

In addition, in Key Stage 4 lessons we particularly expect to see:

• Students working to their musical strengths in both performance and composition.
• Regular student performances and use of practice diaries, where students are accountable for their level of activity.
• An integrated curriculum where set works and areas of study are explored through critical engagement: listening, performing, and composing.

In Sixth Form music lessons we particularly expect to see:

• Frequent opportunities for independent responses to music; listening should be frequent and allow students to draw on a wide range of high quality and relevant stimuli in their own analysis and creative work.
• Regular student performances and use of practice diaries where appropriate.
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Our curriculum is designed to provide a challenge for all learners. Teachers are expected to adapt resources for the needs of their students. Department meeting time should be used to review schemes and lessons before teaching so that all teachers are confident with the content of units and strategies for delivery. Time is well spent on both co- planning, for lessons to be adapted as necessary for the individual needs of learners, and practising elements of lesson delivery such as practical models.

Homework in the subject at Key Stage 3 is a good opportunity to review fingertip knowledge that opens the curriculum to all pupils, such as through the review of knowledge organisers. In Key Stage 4 and Key Stage 5 we would expect students to be accountable for their level of continued independent practise as part of their homework, alongside revision of classwork and flipped learning exercises such as reading and composition

Progression in the Music Curriculum

The United Learning curriculum reviews and builds on the Key Stage 2 primary curriculum so that lessons are suitably stretching and age appropriate. The experiences of students in primary schools are likely to vary hugely. Whilst some pupils will have benefitted from regular curriculum provision, a rich co-curricular experience and input from visiting music teachers or 1-2-1 lessons in the community, there will be a continuum of exposure to the subject. Gathering information through a school transition programme can help to build a better understanding of each cohort and identify areas of strength and development. It is also advisable to work with your local hub or music service in this process who will know more about the musical life of your feeder primary schools.

Pupils who wish to take Music at Key Stage 4 will benefit from additional musical experiences provided through enrichment and visiting music teacher programmes; their participation should be encouraged and facilitated. We have written a specific course for new Key Stage 4 students, ‘Step Up to GCSE’, which is advised to be used as part of the transition to Key Stage 4. The content of this course covers the essential theoretical knowledge that supports fluency in musical understanding.

For the few students who progress to Level 3 study, there is a range of courses available that will allow them to continue to grow as musicians. Successful Key Stage 5 students should develop their own voice, both through performance and composition; wider listening from Key Stage 4 and continued engagement of the wider musical life of the school and community is a key part of this development.

Progression to University and Careers

Just as there are a variety of courses available to students in music at Key Stage 5, the subject offers a variety of specilisms to choose from including musical performance, composition, and production. The most up to date information on courses and grade requirements can be found here.

In Music, students complete both practical and theory homework each week. Students have their own instrument that they must bring to lesson for their timetabled music lesson and take home on the same day to complete homework. Students are expected to practice between lessons, for a minimum of 20 mins, 3 times per week. Students have a theory booklet that is used to recap key terms that are needed for the understanding and embedding of knowledge. Students sit a practical and theory exam each half term.